Behavior disorders in early childhood are a major public health concern. A large percentage of young children spend their day in childcare settings, making early childhood educators a relevant population to target for behavior management interventions and training. Conscious Discipline® (CD®) is an evidence-based program targeting social emotional…

Learner discipline management is a major but challenging function of school leadership. Adolescents of the 21st century are complex in nature, and school stakeholders are having much difficulty to handle the problem of indiscipline in secondary schools. This paper aims at providing a conceptual model framework for learner discipline management.…

Background: Educators in rural schools are uniquely situated to address youth mental health disparities, yet often face challenges in delivering mental health supports. This paper describes the process of adapting the evidence-based Coping Power program, a small group prevention program for youth with aggressive behavior problems, to be a…

Multi-tiered systems of support (MTSS) is the overarching referent for frameworks designed to target behavioral and academic challenges with a focus on a tiered continuum of evidence-based practices within the context of prevention science and implementation research (Freeman, Sugai, Simonsen, & Everett, 2017). Extensive literature indicates…

Recently, a growing body of research has focused on the sustainability of evidence-based interventions aimed at promoting the social emotional and character development of children (SEL) and preventing or reducing problem behaviors in schools. Current discussions of systemic reform in the education system address the capacity of individual schools…

Students with disabilities who engage in high rates of challenging behaviors require educators who employ function-based thinking and have a particular sensitivity to the wide range of factors that influence student behavior. In essence, educators working with special needs students need to know what makes their instruction "special"; they must…

Concern about using evidence-based practices to improve outcomes is not new. The same concern, described as the need to bridge the "research to practice gap," was expressed in special education more than 40 years ago. Despite continuing efforts to use the best information available to improve outcomes, the process occurs very slowly. Collectively,…

Family-school partnerships are increasingly touted as a means of improving both student and school improvement. This recognition has led to an increase in policies and initiatives that offer the following benefits: improved communication between parents and educators; home and school goals that are mutually supportive and shared; better…